CAESART invites your district to participate in a federally funded research study to better understand how early-grade teachers are integrating literacy into science instruction and how this relates to children’s science learning.

Who:

We are looking for schools and districts currently using a science curriculum in K and Grade 1 classrooms.

Why:

To understand the effect of literacy-integrated science teaching on children’s science learning, we will compare instruction and children’s science learning outcomes in K-1 classrooms.

Benefits of Participating in the Study:

Schools and teachers who participate in the study will receive:

• $5,000 per school to support implementation
• $1,000 per participating teacher (in accordance with school and district policies)

About the Study:

The two-year study explores the effect of literacy-integrated science curriculum on children’s science learning over time. Researchers will collect data from kindergarten teachers and students in 2026/7 school year and first grade teachers and students in 2027/8.

Why this matters: 

• Build strong foundations: Early science experiences foster curiosity, conceptual understanding, and positive attitudes – critical for later science achievement.[1]
• Support literacy growth: Research shows science instruction improves vocabulary, reading comprehension, and writing.[2]
• Align district priorities: The study offers districts the opportunity to test out a standards-aligned science curriculum to assess its fit for your schools.

What’s Involved for Teachers?

Share this page or share the flyer with interested colleagues.

Interested in learning more? Email caesart@edc.org.

[1] Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2016). Science achievement gaps begin very early, persist, and are largely explained by modifiable factors. Educational Researcher, 45(1), 18–35

[2] Cabell, S. Q., & Hwang, H. (2020). Science content and literacy integration: An avenue for promoting language and reading comprehension in the primary grades. Early Childhood Research Quarterly, 50, 158–170